Options
Singaporean children’s perceptions of the games concept approach in physical education
Author
Mohamad Hairil Johari
Supervisor
Fry, Joan Marian
McNeill, Michael C.
Abstract
The purpose of the research was to study children’s perceptions of their Games Concept Approach (GCA) lessons during Physical Education (PE) in Singapore. In addition, the benefits of being involved in the GCA, children’s perceived participation motives and the motivational climate during the lessons were also identified.
A total of 115 Primary Five and Six children (53 boys : 62 girls) from three different primary schools were involved in the study. The children from each school were taught different categories of the GCA by an experienced PE specialist who had a GCA background. The data collection involved administering a set of three-part questionnaires and conducting focus group and individual interviews. Two parts (Part B and C) of the survey were analysed using a two way multivariate analysis of variance (MANOVA) for gender and school. A cross-case analysis was established so as to examine children’s responses from the three case studies. Six focus group meetings and twelve in-depth individual interviews were conducted to probe further into their perceptions of the GCA lessons.
The main findings established that, the children’s perceptions of the GCA were generally positive. The reasons for liking GCA were fairly consistent across categories. The children liked GCA lessons because it was fun and they perceived it improved their health and fitness. The children also perceived that the GCA was an important aspect of PE. Across the three cases, MANOVA obtained significant difference in children’s perceptions of GCA lessons among schools for two factors: ‘energy release’ and ‘alienation’. However, MANOVA obtained no statistical difference between genders except for three factors: ‘learning skills/concepts, ‘status/recognition’ and ‘energy release’. For children’s perceived motivational climate, MANOVA obtained no statistical difference for both school and gender.
The implications of the findings: PE teachers should reiterate that enjoyable games experiences alone are not sufficient for determining health and fitness benefits. It is sustained participation with sufficient intensity in such games experiences that will achieve this goal. PE teachers need to scaffold and breakdown their games teaching into simpler components so that children will be able to continually construct new meanings and experience success during their GCA lessons. The importance of effective teamwork and its relationship to team performance should also be emphasised during lessons.
A total of 115 Primary Five and Six children (53 boys : 62 girls) from three different primary schools were involved in the study. The children from each school were taught different categories of the GCA by an experienced PE specialist who had a GCA background. The data collection involved administering a set of three-part questionnaires and conducting focus group and individual interviews. Two parts (Part B and C) of the survey were analysed using a two way multivariate analysis of variance (MANOVA) for gender and school. A cross-case analysis was established so as to examine children’s responses from the three case studies. Six focus group meetings and twelve in-depth individual interviews were conducted to probe further into their perceptions of the GCA lessons.
The main findings established that, the children’s perceptions of the GCA were generally positive. The reasons for liking GCA were fairly consistent across categories. The children liked GCA lessons because it was fun and they perceived it improved their health and fitness. The children also perceived that the GCA was an important aspect of PE. Across the three cases, MANOVA obtained significant difference in children’s perceptions of GCA lessons among schools for two factors: ‘energy release’ and ‘alienation’. However, MANOVA obtained no statistical difference between genders except for three factors: ‘learning skills/concepts, ‘status/recognition’ and ‘energy release’. For children’s perceived motivational climate, MANOVA obtained no statistical difference for both school and gender.
The implications of the findings: PE teachers should reiterate that enjoyable games experiences alone are not sufficient for determining health and fitness benefits. It is sustained participation with sufficient intensity in such games experiences that will achieve this goal. PE teachers need to scaffold and breakdown their games teaching into simpler components so that children will be able to continually construct new meanings and experience success during their GCA lessons. The importance of effective teamwork and its relationship to team performance should also be emphasised during lessons.
Date Issued
2007
Call Number
GV365.5.S55 Moh
Date Submitted
2007